A study of tertiary physics students’ conceptualizations of sound

Linder, Cedric; Erickson, Gaalen

doi:10.1080/0950069890110502

Cited by 96 publications

(65 citation statements)

References 11 publications

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“…As an example, in the study by Eshach and Schwartz (2006), all the grade 8 students at some point in their interview described a wave pattern for the propagation of sound, but when they were asked to relate this explanation to their other F o r P e e r R e v i e w O n l y 8 explanations, they were confused. In accordance, several researchers argue that there is a need for the students to construct a general theory for sound propagation (Asoko et al, 1991(Asoko et al, , 1992Eshach & Schwartz, 2006;Linder, 1992Linder, , 1993Linder & Erickson, 1989).…”

Section: Sound Transmissionmentioning

confidence: 99%

“…In accordance several studies report that the term vibration is used with quite different meanings than the scientific way of conceptualizing the term. These studies represent results from younger students (Barman, Barman & Miller, 1996;Chang et al, 2007;Houle & Barnett, 2008;Lautrey & Mazens, 2004;;Mazens & Lautrey, 2003) as well as results from older students at university level (Linder, 1993;Linder & Erickson, 1989). In addition, sound and sound propagation were illustrated with the help of musical notes, bubbles, lines, lightning, waves, words, arrows, shadows and whirls by 6-10 year old students (Watt & Russel, 1990) and students in grade 8 (Eshach & Schwartz, 2006).…”

Section: Sound Transmissionmentioning

confidence: 99%

“…As mentioned before, there are difficulties in using the term sound waves, and many researchers (Eshach & Schwartz, 2006;Hrepic, 2002;Linder & Erickson, 1989;Wittman et al, 2003) have stressed the importance of discussing the everyday meaning of wave compared to the scientific meaning, the mathematical abstraction, of the term. As a consequence, the students' ability to differentiate sound waves from water waves would increase.…”

Section: Teaching and Learning About Sound And Sound Propagationmentioning

confidence: 99%

“…Deleted: Watt and Russel (1990) and Asoko et al (1991Asoko et al ( , 1992 in the studies mentioned above; Mazen and Lautrey (2003) from their interviews of 89 French children aged 6-10; Chang et al, (2007) in questionnaires from 3 639 students in grade 6 from Taiwan; Lautrey and Mazens (2004) from interviews of 83 8-year-old French children; Barman, Barman and Miller (1996) from their study of different teaching strategies in two groups of a total of 34 American students in grade 5; Eshach and Schwartz (2006) from an interview study of 10 Israeli students' preconceptions from grade 8; Houle and Barnett (2008) from a study of approximately 100 students in 8th grade before and after teaching; Maurines (1993) and Viennot (2001) in questionnaires from 550 French students in grade 9 and 10 before and after teaching; Fazio, Guastella, SperandeoMineo and Tarantino (2008) in a study of 75 students' learning aged 16-17 in a science orientated school; Caleon and Subramaniam (2009a) from 243 wellachieving grade-10-students from Singapore after they had been taught about the nature and propagation of waves; Caleon and Subramaniam (2009b) from 598 grade 9 and 10 students from Singapore after a teaching intervention; Linder (1992Linder ( , 1993, Linder and Erickson (1989) and Wittman, Steinberg and Redish (2003) from their research on university students in physics. transports the particles of the medium away from the source.…”

Section: Sound Transmissionmentioning

confidence: 99%

“…Sound may also be conceptualized as something immaterial or abstract (Lautrey & Mazens, 2004;Linder & Erickson, 1989;Mazens & Lautrey, 2003). Mazens and Lautrey (2003) showed that one-third of 6-10 year old students' explanations referred to arguments pertaining to the immaterial nature of sound.…”

Section: Sound Transmissionmentioning

confidence: 99%

See 4 more Smart Citations

Students' Learning of a Generalized Theory of Sound Transmission from a Teaching–Learning Sequence about Sound, Hearing and Health

West

Wallin

2013

International Journal of Science Education

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Section: Sound Transmissionmentioning

confidence: 99%

Section: Sound Transmissionmentioning

confidence: 99%

Section: Teaching and Learning About Sound And Sound Propagationmentioning

confidence: 99%

Section: Sound Transmissionmentioning

confidence: 99%

Section: Sound Transmissionmentioning

confidence: 99%

See 3 more Smart Citations

Students' Learning of a Generalized Theory of Sound Transmission from a Teaching–Learning Sequence about Sound, Hearing and Health

West

Wallin

2013

International Journal of Science Education

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Chemistry students' conceptions of solubility: A phenomenography

1996

Self Cite

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This study identified a number of conceptions of solubility elicited from grade 11 students in individual interviews. These conceptions were grouped into six categories related to the students' preferred explanations for solubility phenomena: (a) physical transformation from solid to liquid; (b) chemical transformation of solute; (c) density of solute; (d) amount of space available in solution; (e) properties of solute; and (f) size of solute particles. The findings from this study raised three general issues regarding chemistry learning. The first of these is the critical role played by students' “everyday knowledge” in their understanding and interpretation of solution phenomena. A second issue was the tendency for students to extend their understanding of properties of materials at the macroscopic level to the microscopic level. And, finally, the issue of the discrepancy between the meanings implied by the students' language and the teacher's intended meanings through their use of a technical vocabulary. This article argues that an understanding of the typical conceptions used by students should form an integral component of chemistry teaching, both as points of origin for lesson planning and for the development of curricular materials. It also calls for more collaborative work between teachers and researchers to help facilitate a better understanding of student learning for all concerned. © 1996 John Wiley & Sons, Inc.

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First year chemical engineering students' conceptions of energy in solution processes: Phenomenographic categories for common knowledge construction

Ebenezer

Fraser

2001

Science Education

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ABSTRACT:In this article, we examine first-year chemical engineering students' conceptions of the energy changes taking place in dissolution. Students were individually interviewed with three tasks in which three different salts were dissolved in water, and 17 transcripts were analyzed using a phenomenographic methodology. Four descriptive categories of energy in dissolution were discerned: (a) you give energy (n = 1); (b) water gives energy (n = 17); (c) salt gives off energy (n = 13); and (d) reaction gives off energy (n = 7). Four students gave the same explanation for all three tasks, but more students used the same explanation for two of the tasks: four for Tasks A and B, four for Tasks B and C, and eight for Tasks A and C. Moreover, "salt gives off energy" was the most common explanation for Tasks A and B (n = 3), "reaction gives off energy" for Tasks B and C (n = 3), and "water gives energy" for Tasks A and C (n = 8). Four of the students showed variations of conception within tasks. Students described the solution process of all three tasks using a range of concepts, including previously learned chemical concepts. Even where students used the same chemical concepts in each of the tasks, they did not always give the same meaning to the concepts they used. The phenomenographic categories explanations given by students were used as a basis for developing an approach to teaching energy in solution processes. It is argued that this approach of using phenomenographic categories described at a collective level as a basis for discourse for constructing common knowledge should be used in teaching. It is proposed that a future study must be conducted to develop new trajectories students take to arrive at common knowledge and to understand how to move learners from their personal conceptions to plausible models in solution chemistryCorrespondence to:

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A study of tertiary physics students’ conceptualizations of sound

Cited by 96 publications

References 11 publications

Students' Learning of a Generalized Theory of Sound Transmission from a Teaching–Learning Sequence about Sound, Hearing and Health

Students' Learning of a Generalized Theory of Sound Transmission from a Teaching–Learning Sequence about Sound, Hearing and Health

Chemistry students' conceptions of solubility: A phenomenography

First year chemical engineering students' conceptions of energy in solution processes: Phenomenographic categories for common knowledge construction

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